Discusses Vygotsky's theories about concept formation, his distinctions between everyday and theoretical concepts, and how empirical generalizations can lead to misconceptions. Examines the implications of these theories for mathematics instruction and its relationship to the current mathematics reform. (34 references) (MDH)

Describes a method of teaching the order of mathematical operations based upon the psychological theory of conceptual generalization. (MDH)

Assessment of general reasoning processes, elementary algebraic understanding, and novel problem solving of (n=147) seventh- and eighth-grade students found that abilities to generalize from patterns and tables of data and understanding variable constructs contributed significantly to application of algebraic concepts and processes. Questions…

Examines operations of generalization, identification, discrimination, and synthesis in mathematical concept development from early childhood to late adolescence according to Vygotsky's theory of development. (MDH)